Education Courses EDUC 416(F) THEORY AND METHODS social studies (hours variable) Study offieldbased ethnographic research on teaching and learning. http://education.rice.edu/primary.cfm?doc_id=984
East Carolina University The Curriculum Wars in social studies Teaching concerned about diversityissues in the public schools study the curriculum wars ? http://www.coe.ecu.edu/fore/shea/1aDivClass8.htm
Welcome To Social Studies At Stony Brook The social studies Teacher Education Program is the Teacher Mastery of historyand the social sciences is the foundation for teaching social studies. http://www.sunysb.edu/history/Socialstudies/
Extractions: History Department PEP Graduate School News and Announcements If you are interested in enrolling in the social studies education program, be sure to come by and speak with an advisor before the beginning of the semester! T he goal of the Social Studies Teacher Education Program is to prepare teachers who are able to design learning experiences and create learning environments that will help all students acquire the knowledge and habits of mind needed to become thoughtful and engaged citizens in an increasingly complex, globalized, and culturally diverse world. We offer initial certification programs at both the undergraduate and graduate levels, and graduates of our program are qualified for certification as secondary school (grades 7-12) social studies teachers. In addition to these content requirements, undergraduate and graduate students also follow a prescribed course of study in education. All students take a set of core education courses, where they learn about the emotional and intellectual development of adolescents and study the philosophical foundations and historical development of education, the function of schooling in modern society, and the relationships between student literacy and content area learning.
CREDE - Multimedia Products Teaching Alive! A Case studies Series Visit the classrooms of teachers who This case focuses on a high school social studies unit on Mexican American http://www.crede.org/products/multimedia/cdroms.html
CREDE - Teaching Science To At-Risk Students But others, eg, teaching practices in diverse classrooms, attitudes towards But our research, in tandem with research in social studies of scientists, http://www.crede.org/research/sd/4.1es.html
Extractions: Teacher Research Communities as a Context for Professional Development and School Reform Final Report Executive Summary Principal Investigators: Executive Summary Research Questions and Design (pp. 5-7) A core group of 12 teachers from urban schools with student populations that differed in terms of socioeconomic level, ethnicity, and first language participated in this research. Six taught in a two-way (English-Spanish) program, known as Amigos, grades 3-7. Two taught in a Haitian Creole bilingual program, grades 3-6. Two were science specialists in middle and high school, respectively. Two taught grades 1-2 and 3-4, respectively, to classrooms of largely native English speakers from diverse ethnic communities and widely differing socioeconomic levels. Conclusions (pp. 7-14)
Awesome Library - Social_Studies Here Home Classroom social studies Multicultural Critical Behaviorsand Strategies for Teaching Culturally Diverse Students (ERIC Digests http://www.awesomelibrary.org/Classroom/Social_Studies/Multicultural/Multicultur
RR1: SOCIOLOGICAL FOUNDATIONS SUPPORTING STUDY OF DIVERSITY SOCIOLOGICAL FOUNDATIONS SUPPORTING THE STUDY OF CULTURAL diversity Rousing mindsto life Teaching, learning and schooling in social context. http://www.ncela.gwu.edu/pubs/ncrcdsll/rr1.htm
Extractions: UNIVERSITY OF CALIFORNIA, SAN DIEGO ABSTRACT In order to understand the barriers to educational equality faced by low-income cultural and linguistic minority youth, we need to understand the ways in which social class and ethnicity interact with language and culture. This paper examines various aspects of the relationship between students' cultural, linguistic, and socioeconomic background and their unequal access to educational opportunities. Cultural capital. Families that occupy different places in society deploy different resources in school. The school rewards the language and socialization practices of upper- and middle-income families while systematically devaluing those of low-income families. Classroom discourse. Students who enter school from linguistic and ethnic minority families often have had no experience at home with the special features of classroom discourse. This presents them with a special challenge; their academic success depends on their acquiring this special code. School sorting practices. Students from low-income and linguistic minority backgrounds are often placed in low-ability groups and slow (general or vocational education) academic tracks, where they do not receive the same quantity or quality of instruction as students in high-ability groups or college bound tracks.
Extractions: Creating Inclusive College Classrooms , by Shari Saunders and Diana Kardia, was written for the Center for Research on Learning and Teaching at the University of Michigan to examine five aspects of teaching that can promote or hinder an inclusive classroom, such as classroom climate, course content, and teaching materials. Teaching Tolerance The Southern Poverty Law Center, which publishes Teaching Tolerance seeks to combat hate, intolerance, and discrimination. Teaching Tolerance spotlights educators, schools, and curriculum resources dedicated to promoting respect for differences in the classroom and beyond. The magazine also provides educators with activities and resource recommendations. To reach this site, you must click the icon for Teaching Tolerance from the Southern Poverty Law Center's homepage.
Extractions: Bentley College Service Learning Center The Bentley Service-Learning Center (BSLC) was created in fall 1990 to establish connections between business and community interests and to add depth to the education of business students. Students from a variety of majors participate in service learning course projects and internships throughout the arts and sciences and business curricula. Several courses in business and in the liberal arts offer service-learning projects to foster student leadership development, civic participation, appreciation of human diversity, social awareness, and career preparation. Citizenship and Service Education (CASE), Rutgers University Begun in 1988, the Rutgers Citizenship and Service Education (CASE) program serves as a national model for integrating service and learning across the undergraduate curriculum. CASE courses, which are taught across the curriculum, combine an academically rigorous 3 credit classroom course with a 1 credit service-learning placement directly related to the subject matter of the course. The courses require students to do 40 hours of community service and help to forge a link between service and learning, and between the classroom and the real world. CASE includes programs on each of Rutgers three campuses (Camden, New Brunswick and Newark), summer session course offerings, and international service programs. The Feinstein Institute for Public Service, Providence College
Educational Resources - Social Studies Considerations in Teaching Culturally Diverse Children social studies teachershave a special role to play in shaping the lives of young United States http://www.apples4theteacher.com/resources/modules.php?op=modload&name=News&file
(Courses In Special Education) and teaching, and teaching students with disabilities and diverse learning needs . Spe 651 English Language Arts and social studies Instruction for http://www.albany.edu/grad/courses/e_spe.html
Extractions: Characteristics of students with disabilities and gifted students. Examines legislative mandates and the process of developing and implementing differentiated and special education services for students at the childhood or middle childhood levels. Use of research-based approaches and methods, including co-teaching and collaboration for integrating students with disabilities is emphasized. Not open to those students who previously completed Spe 460 or 560. Characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. Special education history and laws are discussed, as is the process leading to the development of individualized education plans and special education services. Selected strategies for students with special needs are also presented. (Not open to those students who previously completed E Psy 460) This course is designed to provide elementary and secondary general education teachers with a range of research-based approaches for integrating students with disabilities. These approaches include effective planning for individual differences, grouping strategies, co-teaching, cooperative learning and peer tutoring. Strategies for specific disabilities and specific disciplines will also be discussed.
Department Detail Applied social studies is the term used to describe the application of social The Department is also entrusted with teaching social science courses to http://www6.cityu.edu.hk/puo/prospectusprod/DepartmentDetail/deptDetail.aspx?id=
Extractions: Dr. Daniel Dunn The goal of the School of Liberal Arts and Social Sciences is to help you reach your personal and professional goals by helping you to prepare for the challenges of living in a diverse, rapidly changing world. We can do this by providing you with the tools that will help you compete in our complex global economy. Our interdisciplinary approach to learning provides a broad perspective, helping you to develop analytical thinking and problem-solving abilities while you become an effective communicator, skilled in both interpersonal and written communication. The School of LASS consists of five departments that will help you realize your goals: Behavioral Sciences Communication and Creative Arts English and Philosophy Foreign Languages and Literatures , and History and Political Science From the boardroom to the recital hall, from the TV studio to the artist's studio, the experiences available in this department are timely, professional, and exciting. We concentrate on developing students' abilities in critical thinking, analysis and interpretation of ideas and theories, competence in written and oral communication, and understanding the cultural diversity that enriches the human experience. Our programs prepare students to be successful by providing comprehensive courses, technical training, and practical experience in a variety of fields. Communication graduates are employed in professions such as advertising, broadcasting, corporate communications, education, journalism, marketing, public relations, research, sales, human resources, personnel development, publishing, and visual communication. The department offers 10 major options and 13 minors in communication and arts.
Oglethorpe University : Academics : Graduate : Mat of social studies content and methods for teaching social studies in earlychildhood Student teaching, a supervised internship semester in a diverse http://www.oglethorpe.edu/academics/graduate/mat/
Extractions: Deadline for Fall Admission for MAT is July 15, 2005 The Master of Arts in Teaching Early Childhood Education Program (grades P-5) at Oglethorpe University is based on a commitment to a broad liberal arts background as the best content preparation for teaching and to preparing teachers for the diverse schools of the 21st century. The program offers both the Master of Arts in teaching degree and initial certification for early childhood educators. Successful completion of the program is necessary to obtain recommendation for a teaching certificate. Grounded in the liberal arts. The MAT program in Early Childhood Education offers initial Georgia teaching certification* and the Master of Arts in Teaching degree. The programs design comes out of the "Conceptual Framework" for teacher education at Oglethorpe, approved by the faculty of the Division of Education in August of 2000. The framework expresses Oglethorpes commitments to a broad liberal arts background as the best content preparation for teaching and to preparing teachers for the diverse schools of the 21st century.
Extractions: Contents Past Catalogues Related Links ... Courses of Instruction PDF version of this chapter The Bachelor of Science in General Studies is the content preparation program of choice for students who plan to become skilled elementary classroom teachers. Credential requirements may change due to state law. Students are advised to consult periodically with the Undergraduate and Teacher Education Programs Office in Waite Phillips Hall, Room 1004, (213) 740-3471. Admission to the General Studies major is based on the following: (1) overall GPA; (2) GPA in prerequisite courses (EDUC 200, EDUC 204L and EDUC 205L); (3) completion of the California Basic Educational Skills Test (CBEST); (4) three recommendations (two must be academic references); and (5) interview with the Teacher Education faculty. All pre-teaching majors are expected to complete EDUC 200 as a sophomore. Incoming transfer students must complete EDUC 200 during their first USC semester. For information on the admissions process or to obtain an application, contact Teacher Education.
Secondary Education Department Ed Sec 442S Teaching social Science in the Secondary School. EDSC 540 GraduateStudies in Teaching English Learners Fall 2005 , Summer 2005 , Spring http://www.fullerton.edu/catalog/academic_departments/edsc.asp
Extractions: Based on the departments philosophy, the program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation and participation, and student teaching. It is responsive to contemporary educational concerns and provides for strict coordination of the varied administrative components, including admission, candidate assessment, and program evaluation. The program is articulated with the California Commission on Teacher Credentialing Standards of Quality and Effectiveness for Professional Teacher Preparation Programs, the California Standards for the Teaching Profession, the California Teaching Performance Expectations (TPEs), and the Teaching Performance Assessment (TPA).
Stanford University School Of Education< with diverse learners to achieve high intellectual, academic, and social Development (Adolescent Case Study), Principles of Learning for Teaching http://ed.stanford.edu/suse/programs-degrees/program-step.html
Extractions: Rebuilding the system of public education will take many years of struggles and setbacks, as well as insights and epiphanies, to accomplish. But the rewards will be reaped with every child who experiences greater accomplishment and ability to contribute to the lives of others. Never before has the success, perhaps even the survival, of nations and people been so tightly tied to the ability to learn. Consequently, our future now depends, as never before, on our ability to teach. - Prof. Linda Darling-Hammond, STEP Faculty Advisor
Issues | Faculty | Technology And Learning communication (CMC) helps promote the study of diversity at colleges and MERLOT, Multimedia Educational Resource for Learning and Online Teaching, http://www.aacu-edu.org/issues/faculty/techandlearning.cfm
Extractions: The Faculty Connection This Web site is designed to assist faculty of post-secondary institutions in understanding the issues, examples and discussion topics associated with using emerging technologies in teaching and learning. Using this educational resource, faculty are encouraged to travel the web at a comfortable pace to identify where courses are offered over the Internet, how technology can be used in the classroom, and to discuss issues that will affect them in the future. Diversity in the Classroom: Bridging Difference and Distance Through Computer-Mediated Communication Leslie Harris, Instructional Technology Facilitator, SUNY-Plattsburgh In this article, Leslie Harris discusses the ways in which computer-mediated communication (CMC) helps promote the study of diversity at colleges and universities within the U.S. He describes an English Composition class on Families Across Cultures and shows how technology can be used to to pair racially homogeneous classes with more diverse classes at other institutions, thus bringing diverse exchanges into seemingly "homogenous" classrooms. Enhancements: How Using Technology Changes What Faculty Do - A Collection of Articles by Indiana Higher Education Faculty MERLOT - Multimedia Educational Resource for Learning and Online Teaching MERLOT, Multimedia Educational Resource for Learning and Online Teaching, allows visitors to locate learning materials within their disciplines and colleagues who share their discipline/interests. The Web site offers a guide to online teaching materials that systematically rates academic sites on the World Wide Web and allows users to add their own comments. Reviewers in various academic disciplines evaluate and rate sites as well as giving detailed reports about each site. Conceived in 1999 as a collaboration among the California State University System, the University System of Georgia, the University of North Carolina system, the Oklahoma State Regents, and the State Higher Education Executive Officers, MERLOT is recruiting other institutions to participate.
Teacher Education School of Educational studies Teacher Education, program provides intensivepreparation in teaching culturally and linguistically diverse students. http://www.cgu.edu/pages/1642.asp
Extractions: How to Apply to CGU SES Home About SES Applying to SES Programs ... Give a Gift to CGU Quick Links Academic Calendar CGU Catalog Campus Directory Career Management Employment Events Calendar FLAME Magazine Information Technology International Students The Libraries Media Services Student Financing CGU Home Academic Programs Educational Studies Programs A UNIQUE VISION The best social justice program a nation can offer its children is a great education. A free and just democratic nation must have a well-educated, personally responsible and responsive citizenry who are given every opportunity to fulfill their purpose in life, including raising healthy families that make up and contribute to the community. This opportunity begins in the home and ultimately includes the classroom, the workplace and larger society. To provide such an education, we need teachers deeply committed to academic excellence, equity, and integrity; who work diligently to develop the skills and attitudes necessary to teach every child as though they were teaching their own; who work closely with the parents of their students; and who use technology and other resources as a means to maximize achievement and opportunities. The integrity and character of great teachers prompts them to hold themselves accountable for doing the hard work it takes to make this vision a reality for all the students assigned to their classrooms.
